Wed Feb 21

Fri Feb 23

FEb 16

Goal: Students will continue to build their understanding of portrait work through tutorials, research, and shooting images in the studio. (reading and speaking)

Things to Get Done Today:Have you signed up for a studio time? (must shoot by next Friday)Finish your tutorials, add your images to the template, and turn inFinish your sketches for your portraitsEdit the images you have takenUPDATE your web page - check next Friday

ADD TO YOUR WEBSITE:

PROJECTS

Grid (image and reflection)

Veggie Head (image and reflection)

Photo Composites (two composites, planning sheet (take a photo if you still have it), and reflection

* pull your reflections from Google Classroom

PERSONAL PHOTOGRAPHYadd more images that you have shot on your own (phone images are fine)

Feb 12

Goal: Students will critique their work and the work of others through visual analysis and written reflection. Students will also start exploring ideas and skills behind studio light portraits.

1. Look at the composites that were turned in. Give FEEDBACK based on the image numbers you were assigned.2. Look at your feedback - what will you do to make your images even stronger?3. Intro to Studio Light Portraits (slide show and demo in studio)4. Start planning for your portraits. Sign up for a time in the studio and create 10+ thumbnails on your portrait ideas.5. Finished with your composites? Write your reflection in Google Classroom.

Feb 5 to Feb 7

Goal: Students will demonstrate their understanding of tools in Photoshop by creating two "impossible" photo composites that use student photographs and center on the idea of showing space (foreground, middle ground, background). (reading and speaking).

You need to:1) Finish your planning worksheet (worth 20 pts) 2) Shoot images for your composites3) Create two composites that have a sense of foreground, middle ground, and background while demonstrating the idea of "impossible photography"

Jan 29 to Feb 1

Goal: Students will demonstrate their understanding of tools in Photoshop by creating two "impossible" photo composites that use student photographs and center on the idea of showing space (foreground, middle ground, background). (reading and speaking).

You have the rest of the week to:1) Finish your planning worksheet (worth 20 pts) - DUE MONDAY!2) Shoot images for your composites3) Create two composites that have a sense of foreground, middle ground, and background while demonstrating the idea of "impossible photography"

We will finish these up early next week and then move onto Studio Lighting.

EXTRA CREDIT!!!!!

Wednesday, 5:30 to 8pmVoices Choir and Art ShowEast HS LobbyFREE

Come and stay for a little bit - take a selfie in front of the art if you don't see me

January 26

Click on the photo to see how the photographer made this composite

Goal: Students will plan compositions for their Photo Composite project by sketching, researching exemplars, and organizing their photos. (reading and writing).Brainstorm day!Using the worksheet provided, plan out TWO photo composites by sketching and labeling parts of the chosen compositions. Look at the research you have done, check out the article to the left, and figure out what you may have already in the photographs that you have taken.

Homework: Shoot images for your photo composites. You will have all next week to build your two composites, but if you are waiting to take photographs during class time, you will run out of time.

January 24

Caroline Silbough's work from last year

GOAL: Students will demonstrate understanding of selection tools and compositing in Photoshop as well as research ideas for their own photo composites (listening, reading, and speaking).

Today we will work on:1. Group tutorial (download the images and open them in Photoshop)2. Continuing our research for inspiration (turn into Google Classroom)3. Brainstorming and sketching for two photo composites (get worksheet)

PAST DUE: Veggie Head, Grid Project & Reflection

JANUARY 23

GOAL: Students will explore the concept of photo compositing through listening to a lecture, discussing key ideas, and researching exemplars.

1. Look at ppt about photo composites.2. Watch Erik Johansson's TED Talk3. Research some exemplars - find 10 photo composites that may help you come up with your own ideas.4. Finish your veggie head - make sure you have at least 8 components/parts on your project.

TODAY: Turn in an image for the Voices Art Show into Google Classroom (what are you most proud of?)

Tomorrow: We will create a sample photo composite and then you start planning your own.

January 22

Goal: Students will reflect on their work in the Grid project and finish their selection tool project (Veggie Head) (listening, speaking, and writing).

1. Grid Critique: Each student will critique the work of 3 other students.2. React to Feedback: Read over your feedback and edit your grid project to make it even better. Turn the new version into Google Classroom.3. Reflect: Fill out the reflection questions in Google Classroom on the grid assignment.4. Finish: Complete your veggie head and turn into Google Classroom.5. Research: Start looking up photo composites

Tomorrow we will look deeper into what a photo composite is and what we will be doing.

January 19

GOAL: Students will explore the selection tools in Photoshop through reading tutorials and creating a veggie face/photo composite.

Today you will start to create a veggie head for the purpose of learning the selection tools in Photoshop. Learning how to use selection tools will allow us to work towards creating a dream-like photo composite.

You will be graded on the technical quality of your selections as well as the creativity of your veggie head.

​Look on the Projects Page for more information.

Make sure your collage is turned into Google Classroom as a jpg file

January 16 & 17

Goal: Students will apply their knowledge of editing in Lightroom and Photoshop to create a grid artwork that focuses on the principles of composition (listening and reading).

3. in PHOTOSHOP, create a document that is 9" x 9" or 9" x 12" (white or "clear" background)

4. Open your 9-12 images in PHOTOSHOP.

5. Drag each one individually onto your blank document using the Move Tool. Turn on the grid to line everything up. Put the images in order like the Photo Safari worksheet is laid out (as best you can).

an example of using a grid layout

January 12

CLO: Students will use their knowledge of composition to shoot images that mimic the prompts they are given (listening and reading).

DECEMBER 11 &12

Goal: Students will experiment with the bokeh technique to produce holiday images (listening and speaking)

PROJECT: TURN IN TWO EDITED HOLIDAY IMAGES THAT SHOW BOKEH

Bokeh comes from the Japanese word boke (ボケ), which means "blur" or "haze", or boke-aji, the "blur quality." Bokeh is pronounced BOH-Kə or BOH-kay.

Bokeh is defined as “the effect of a soft out-of-focus background that you get when shooting a subject, using a fast lens, at the widest aperture, such as f/2.8 or wider.”

Simply put, bokeh is the pleasing or aesthetic quality of out-of-focus blur in a photograph.​Although bokeh is actually a characteristic of a photograph, the lens used determines the shape and size of the visible bokeh. Usually seen more in highlights, bokeh is affected by the shape of the diaphragm blades (the aperture) of the lens. A lens with more circular shaped blades will have rounder, softer orbs of out-of-focus highlights, whereas a lens with an aperture that is more hexagonal in shape will reflect that shape in the highlights. = Nikon USA

HOW TO TUTORIALS

Bokeh is achieved through a large aperture opening (like f2.8) and having the camera close to the subject.

By increasing the distance between the background and your subject, you can see bokeh in images that are shot at smaller apertures like f/8.

DECEMBER 8

Goal: Students will critique their work and the work of others through discussion, visual analysis, and written reflection.

Critique Time!10 min. Open your files and LABEL THEM CORRECTLY. (DE_cell_name.jpg, DE_borrow_name.jpg, DE_own_name.jpg). Make a contact sheet (label DEcs_name.jpg) Then, open all three images on your desktop, side by side.

10 min. Get into groups of 2-3 people. You will critique 4 different people's work. Listen for instructions.

5 min. Share out - wrap up of what we discovered.

25 min. Read your feedback. Apply any changes that you agree with to make your images better. Write your reflection and TURN IN ALL COMPONENTS (images, contact sheet, and reflection) to Google Classroom. Add them to your website as well.

Done? Start uploading work to your website. All your projects (images, contact sheets, reflections) should be on the semester 1 page.

MONDAY: Shooting assignment with the bokeh technique. Bring in Xmas lights and/or holiday items you may want to shoot.

DOUBLE EXPOSURE REFLECTION1. Which process did you like the best (cell phone, a particular photoshop technique)? Why?

4. What kind of feedback did you get? What feedback did you use to make your images better?

5. What are you proud of in this assignment? Explain.

6. What do you need to continue to work on? Explain.​7. What grade do you think you deserve and why? (an "A" would require you to have ALL components of the assignment).

ONE image using your own photo plus a texture/subject from Pexels or Unsplash

​Key Concepts to Remember:1) A white background is needed to contain the texture within the subject2) Your subject and texture/background should be connected in some way (BE INTENTIONAL ABOUT YOUR COMBINATION)3) Use masking and opacity to create more interesting photos​4) Can you make a triple exposure? A quadruple exposure? CHALLENGE YOURSELF

DONE? Try an animated double exposure GIF!

november 29 & December 1

Goal: Students will continue to explore the concept of double exposure through image analysis, demonstrations, and experimentation.

Review information on Double Exposure

Group demo on Photoshop techniques

Finish Double Exposure mood board and tutorial

Start taking images for the project

Final Images You Will Need:One double exposure done with your cell phone (use pixlr, snapseed, etc.)One to two images using photos you tookOne image you can use an image from Pexels or Unsharp for an interesting texture (s)

Homework: Keep looking for interesting subject and textures that you can combine. CREATE YOUR CELL PHONE DOUBLE EXPOSURE (see Dr. O if you don't have a photo editing app that does double exposure)​

Double Exposure from 15/16

Some double exposure work from last year (below)

November 28

Hi all! I am on a field trip with my 8 year old - we are headed to the Symphony with the whole 3rd grade from Teller (wish me luck!). PLEASE get some stuff done today - remember, only 14 days class days left of this semester!

1. Make sure your Motion Project is turned in.

2. Go to the Projects Page and look over the information on Double Exposure

3. Create a mood board of 5+ images that demonstrate the concept of double exposure. Turn into Google Classroom.

4. Choose ONE tutorial and complete it. There are headphones on the middle table if you need them. Grab some images from Pexels or Unsplash. You will want to look for a portrait with a white background to make your life easier when doing the tutorial. Turn in the finished result in Google Classroom.

I will be back for 7th and 8th hours and after school if you need me :)

november 27

Goal: Students will demonstrate their understanding of motion photography by presenting their final images, contact sheet(s), and reflection.

Welcome back! I hope all of you got some much needed rest and family & friend time...BACK UP YOUR FILES ONTO GOOGLE DRIVE

​Today you need to turn in:Your best STOPPED MOTIONYour best BLURRED MOTIONYour best PANNINGYour best EXTENDED EXPOSURE (extra credit)Contact sheet(s) of all your motion attemptsReflectionWhich image is your strongest image? Why?What was challenging about this project? Why?What additional techniques would you like to learn about?

Our next project is Double Exposure. If you finish your motion project, start researching some ideas for double exposure and create a mood board of 5+ images.

Adjust shutter speed after seeing first exposure. YOU MUST USE A TRIPOD!

HOMEWORK: Have fun and capture some cool action shots if you have the opportunity :)

We will learn how to do extended exposure like this on Friday!

November 15Today you need to get done...- MOVE YOUR FILES TO YOUR GOOGLE STUDENT DRIVE (new computers after Turkey Day) - Finish your motion tutorials and writing and turn into Classroom. - Finish your Motion research and turn into Classroom. - Edit your motion photos (one stopped, one blurred, one panning) - you can always edit more for extra credit

Make sure your COMPOSITIONS are strong - you may have to CROP or BLUR the background to make the image more effective.

I will be able to help you the last 30 minutes of class.

November 8-15

Goal: Students will demonstrate how to capture different types of motion using shutter priority mode on a DSLR camera, paying close attention to composition and unique points of view (listening and speaking)

GOOD EXAMPLES OF MOTION PHOTOGRAPHY

NOT-SO-GREAT EXAMPLES OF MOTION PHOTOGRAPHY

You will eventually turn in:Your best STOPPED MOTIONYour best BLURRED MOTIONYour best PANNING

DUE NOW:Motion TutorialsMotion Research Doc

Think about COMPOSITION - how can you make your motion photography exciting?

PRACTICE ALOT...the more you experiment, the more interesting results you will get. You should have over 30 images on your contact sheet!

​Extended Exposure & Light Painting is extra credit

Work of Robert Longo (these are drawings)

november 7

Goal: Students will demonstrate their knowledge of shutter speed by creating a research document that defines how shutter speed affects motion in a photograph.

Today you will create a research document that defines what shutter speed is and how it affects motion in a photograph. When you are finished, turn it into Google Classroom.

What you need to have in your research document (Google slide):–Explain what E = I x T means- Three photos of Stopped Motion and a description of how to get the effect (be specific)–Three photos of Blurred Motion and a description of how to get the effect (be specific)–Three photos of Panning and a description of how to get the effect (be specific)–Three photos of Extended Exposure and a description of how to get the effect (be specific)

Did you turn in your motion tutorials?

TOMORROW AND FRIDAY: You will be shooting your motion images. Dress appropriately for the weather and bring items that could help make your photos interesting (soccer ball, hula hoop, jump rope, etc.)

NOvember 6

Today you will be learning how to "fake" the appearance of motion TWO WAYS - motion blur and radial blur.

Check your grades in IC - if you see a problem, come see me on Monday during lunch or after school.

Motion Blur

Radial Blur

OCTOBER 31

GOAL: Students will critique their work and the work of others through writing and discussion.

1. Put all 3 images up on your screen and write your name on your worksheet.2. Group critique: find a partner and choose TWO other students' projects to critique. Make sure you fill out the worksheet as completely as possible - it is worth points AND you will be supporting one another in our learning process.3. Read your feedback and act upon it.4. Write out your reflection and post everything to your website (images, contact sheet, reflection)

SPOOKY REFLECTION:

How did you come up with your image ideas?

Where did you go to shoot your images?

What techniques did you use to make your images spooky?

What do you hope a viewer would get out of your images?

What is the strongest aspect of your project?

What is one thing you would like to improve upon?

Based on your feedback, did you change anything in your images? Why or why not?

October 30

Goal: Students will finish their Spooky Project by editing their images and finishing their tutorials.

Today is the LAST DAY to finish your spooky project. You will need:

Three finished examples of the tutorials you tried (turn these into Google Classroom) with a written reflection.

Three images that you shot and edited that fit the concept of Spooky

I have attempted to grade your Aperture assignment in both Google Classroom and your websites. Many people are missing pieces to the assignment. If you want a better grade, please post all the components to your website and add to the "late work checklist"

Tomorrow we will critique your Spooky images and start learning how to use the Shutter Priority mode.

October 23-25

GOAL: Students will shoot and edit their images to fit the assigned prompt of Spooky. (listening and speaking).

You MAY shoot this project on campus IF it makes sense for what you want to do. Your cell phone can work for this project.Missing grades? Finished older projects? Please see Dr. Overby.

October 17 -20

Still from "The Shining"

Goal: Students will research ideas for their Spooky/Creepy Project by curating images off the web, choosing and completing tutorials that create special effects, and sketch out compositional ideas. Students will then shoot and edit their images using the techniques they have learned. (listening, reading, & speaking).

October 16

Goal: Students will research ideas for their Spooky/Creepy Project by curating images off the web, choosing and completing tutorials that create special effects, and sketch out compositional ideas. (listening, reading, & speaking).

1. Watch trailer for Miss Peregrine...(book). Review parameters of Spooky/Creepy.2. Together as a group, learn how to add texture overlays to your images.3. Continue research for your project - what direction are you going in?

You MAY shoot this project on campus IF it makes sense for what you want to do. Your cell phone can work for this project.

October 13

Goal: Students will be introduced to the concept of spooky/creepy through discussion, video, and images. Students will then research possible ideas for their own interpretation of the concept of spooky/creepy (listening & speaking).​1. Introduction to the new Project: Spooky/Creepy.2. Creepy or not? Quick image analysis3. Start research on possible ways you want to approach the assignment. Create a mood board (single slide) of 10+ images.4. Finish your aperture assignment OR start working through a spooky tutorial that would help you create your project idea.

Homework: Either take advantage of the full fall color here in Denver or start shooting your Spooky/Creepy project.

October 9-11

Goal: Students will continue to explore depth of field (DOF) by completing exercises and shooting images in Aperture Priority.

By the end of Wednesday, you will need to have turned in:1. Aperture Study (a few of you need to redo this - see IC)2. Iris Blur and Tilt Shift tutorials3. Two short depth of field and two long depth of field photos (with contact sheet) - see Projects page for details4. Powerpoint slide of explaining DOF - see Projects page4. Updated website (see checklist to the right)

APERTURE REFLECTION QUESTIONS

1. On a scale from 1 to 4 (1 = I still have no idea how to use aperture, 4 = I could teach aperture to someone else), how well do you feel you understand aperture?2. What else do you still need to know in order to manipulate depth of field? (What resources can Dr. Overby provide?)3. Which image is your strongest photo? Why?

October 6

Goal: Students will continue to explore the concept of depth of field by finishing their aperture study and exploring the iris blur and tilt shift in Photoshop.

1. Turn in the following assignments: Aperture Study, Iris Blur, and Tilt Shift. Info on those assignments are below on Wednesday's post.2. Update your website and show Dr. O (worth points)3. Start your Aperture Project. You will need to turn in 2 SHORT DEPTH OF FIELD and 2 LONG DEPTH OF FIELD images (using aperture priority mode on the DSLR camera). See the Projects Page for more details.

October 4

Goal: Students will continue to explore the concept of depth of field by finishing their aperture study and exploring the iris blur and tilt shift in Photoshop.

2. Watch this video (use headphones or earbuds). Apply the Iris Blur to one of your photos (save as irisblur_name.jpg). Turn in your original photo and your blurred photo to Google Classroom.​3. Read this tilt shift tutorial. Use the image on the tutorial to follow along with the tutorial (in case our filters don;t allow Flickr, the file is also below). Save as tiltshift_name.jpg. Turn in this altered photo into Google Classroom.

Bravo to Jamaika and Gabby for these excellent aperture study examples!

october 2-3

Goal; Students will apply their knowledge of aperture and ISO to create various depths of fields in their images (speaking and listening).

Things to turn in by the end of the class period on Tuesday:1. Aperture Study - one document made in Photoshop that demonstrates all 5 aperture settings (see example). Make sure your depth of field changes with each f-stop switch.2. Turn in your colorizing assignment (4 images, contact sheet, and reflection)2. Have your website up to date and show Dr. Overby.

Your Aperture Study should all be on one Photoshop document and each photo needs to be labeled with the correct f-stop.

SEPTEMBER 29

Goal; Students will apply their knowledge of aperture and ISO to create various depths of fields in their images (speaking and listening).

1. Quick review of aperture, ISO, and basic camera operations.2. Photo shoot outside - you may work together, but each person needs to shoot their own images.3. Upload your photos to your computer.4. Make sure all your Colorize Project is turned in.5. Make sure your website is up-to-date (check next week for points).

APERTURE EXERCISE:Shoot the SAME SCENE with the following apertures:f5.6 (f4), f8, f11, f16, f22

September 27

Goal: Students will critique their work and the work of others. Students will then be introduced to DSLR camera parts and operations.

1. Pull up your 4 images - it's ok if they are not quite done.2. Critique the work of 3 other people - make sure to give them both positive feedback and suggestions on how to make their work even better.3. Once you receive your feedback, act upon it and finish out your images and write your reflection.4. Turn in your images, contact sheet, and reflection to Google Classroom.5. Introduction to DSLR cameras

Parts of the Camera

Basic handling of equipment

Aperture and ISO

REFLECTION (after critique)

1. Which color technique did you like the best? Why?2. Out of your four images, which one ended up being the strongest? Why?3. What kind of feedback did you get? Did you follow any of it?

September 25 &26

Goal: Students will curate and edit their images that work most effectively with photo editing coloring techniques. (speaking & reading).

1. Create a contact sheet - label it as "colorcontact_name" 2. Choose your four BEST images that you could try different techniques on (black and white, toning, color splash, painting)3. Start editing - don't forget to make basic editing adjustments (levels, sharpening, cropping, remove distractions) first BEFORE you add the colorize effect.4. Done? Update your website with ALL your projects and have Dr. O look at it (worth points, due by Friday).

A little something to make you smile...the 3 foster kitties at my house right now.

REFLECTION (after critique)

1. Which color technique did you like the best? Why?2. Out of your four images, which one ended up being the strongest? Why?3. What kind of feedback did you get? Did you follow any of it?

September 22

Goal: Students will curate and edit their images that work most effectively with the photo editing techniques we learned this week.

1. Photo painting technique - open the carnival image for the group demo)2. Finish uploading all your images and make a contact sheet (save as colorize_name.jpg)3. Choose your four BEST images that you could try different techniques on (black and white, toning, color splash, painting)4. Start editing - don;t forget to make basic editing adjustments (levels, sharpening, cropping, remove distractions) first BEFORE you add the colorize effect.

September 20

Goal: Students will shoot images that can be used with the photo editing techniques they learned the day before (listening & speaking).

Shoot the following compositional guidelines:–Rules of Thirds–Asymmetrical Balance–Leading Lines–Symmetrical Balance–Pattern–Framing

Try a variety of subjects around school to get the best (and most interesting) images.

Make a contact sheet of all your attempts.

Edit your BEST example of each of the 6 guidelines.Save as "thirds_name.jpg" "asymmbalance_name.jpg" "leading_name.jpg" "symmbalance_name.jpg" "pattern_name/jpg"​"framing_name.jpg"

REFLECTION

1. Have you ever heard about these compositional guidelines before? Where? When?

2. How does knowing about compositional guidelines help you become a stronger photographer?

3. Out of your shooting assignment, which image ended up being your favorite/best? Why? What compositional rule did you use?

4. Look at your contact sheet. Is there a compositional guideline that you tend to shoot a lot? Why do you think that guideline is easier for you to see?​5. Which guideline if the hardest for your to capture? Why do you think that?

We may continue to work on this for a bit on Wednesday. Quality over speed!

September 8

Shoot the following compositional guidelines:–Rules of Thirds–Asymmetrical Balance–Leading Lines–Symmetrical Balance–Pattern–FramingTry a variety of subjects around school to get the best (and most interesting) images.

Stay on campus and come back by 10 am to start uploading your images.

Didn't finish? Shoot some more this weekend. Due Tuesday along with the Web Scavenger Hunt.

SEPTEMBER 5 & 6

Goal: Students will demonstrate their understanding of point of view and support one another through giving verbal and written feedback on their images.

1. Continue to finish your point of view images - edit your best bird's eye, worm's eye, close up and unusual. 2. Feedback time! Group critique to help each other out. 3. Refine you images BASED OFF THE FEEDBACK YOU ARE GIVEN. 4. Write your reflection in a Google doc. You will have to mention the feedback you got, so use your critique sheet.5. Turn in your 4 images, contact sheet, and reflection to Google Classroom. Turn in your critique sheet to Dr. Overby.6. Demo on Compositional Guidelines. If time, start your web search for examples.

Friday: Photo Shoot around school. If you have a camera, please bring it.

Point of View Reflection Questions

1. What was the purpose of this project?2. Did you find yourself gravitating toward a particular point of view? Why do you think that?3. Out of the four images you edited, which one if your strongest? Why? 4. What feedback did you get? How did you refine your images based off that feedback?5. What is one thing you did better on this assignment than the first assignment (30 in 30)?

​•Collect examples of each compositional rule and place them in a Word doc or Powerpoint presentation. Don’t forget to label each image. Save as compositionalimagesearch_name.doc (or pdf)–Rules of Thirds–Asymmetrical Balance–Leading Lines–Symmetrical Balance–Pattern–Point of View (4 images)•worm’s eye• bird’s eye• close up• unusual–Depth (2 images)• Long Depth•Shallow Depth–Framing–Cropping

September 1

Goal: Students will continue to familiarize themselves with the process of uploading/downloading, creating contact sheets, editing photos and turning in assignments.

1. Make sure all 3 components of the 30 in 30 assignments are turned into Google classroom (contact sheet, edited photo, reflection).2. Check IC to make sure all previous assignments were turned in and given credit.3. Download your Point of View photos to your computer4. Make a contact sheet (Photoshop or Bridge)5. Start choosing your BEST image for each viewpoint - bird's eye, worm's eye, close up, unusual

Homework for the weekend: Shoot more images if you need them, get your fee paid

Tuesday: Finish point of view and conduct our first critique

An unusual point of view I shot this summer in upstate NY - I think the color is the strongest aspect of it!

August 30

GOAL: Students will be introduced to the concept of point of view and then apply the concept to their image making (Listening and speaking).

Presentation on Point of View

Photo Shoot RulesPass & camera checkoutWe will all walk over togetherStay in pairs, small groupsBe back by 10:30

August 28 & 29

GOAL: Students will be able to upload and download their images, create a contact sheet, and start the basic editing process in Photoshop. (Listening & Speaking)

Upload/Download ImagesMake sure all your images are in your DriveDownload these images to your machineCreate a folder on your Desktop - label as "Name 30 in 30"Place your downloaded images into this folder

Making a contact sheet

Open Photoshop

File>Automate>Contact Sheet II

Choose your folder (Name 30 in 30)

Adjust options if neccessary

Press OK

Save as name_30in30_cs.jpg

Choose your best imageLooking at your contact sheet, choose ONE image to edit (what makes a good photo?)

Edit Your Photo

Open the file in Photoshop

Using the top menu...

Levels (adjust exposure)

Color or Hue/Saturation (adjust color)

Unsharp Mask (Filter>Unsharp Mask)

Save as "30iin30_name.jpg"

ReflectionIn a Google doc, answer the following questions:

What makes a strong photograph?

Why did you choose this particular image? What makes it the BEST?

TURN INTO GOOGLE CLASSROOMContact Sheet Edited PhotoReflection

TOMORROW - SHOOT AT CITY PARK

LET'S TRY TO EDIT TOGETHERDownload img_4347.jpg and open into Photoshop